Whether you love or hate block scheduling, there are certain features that must be kept in mind when planning a block lesson.

I decided to write this to share some of my favorite ways to structure a block period to take full advantage of the benefits while accounting for the disadvantages of a block as well.

I have found that blocks are absolutely amazing for inquiry learning. There is plenty of time to make discoveries and then come together to share them and clear up misconceptions. You can even follow it up with practice, all within the same period.

Blocks are also great for incorporating more differentiation in your classroom. Note the "split end" strategy that I use to make differentiating flow seamlessly (more about this below...).

Things to Keep in Mind

There are a few inevitable side effects of operating on a block schedule. I always try to keep these in mind when planning a lesson:

-- You will always need more review on a block schedule. It may have been more than a year since a student last had math (for example if he took Algebra 1 the first semester of Freshman year, then does not have Geometry until second semester of Sophomore year) I like to meet this need by tossing extra review into my warm-ups. Include a few Algebra review questions each morning before starting Geometry class. They will have forgotten a lot!

-- You will always need more variety to keep students engaged for 80 or 90 minutes. I love the way Leah Cleary describes this:

This quote from Leah gave me some great non-math perspective on a block! I like the idea of using a graphic organizer or playing Kahoot. Also, an ongoing project is a perfect way to optimize those last few minutes of a block period. Check out Leah's blog here for more great ideas on teaching History, Psychology, and more.

-- You will have to keep in mind that the overall course map for a student may look different than a typical high school course of study. A block can allow for more math classes throughout the four years. Since a student can take two classes in one year (one per semester) while still maintaining the correct sequence, you may have a student take 5 or 6 math classes total. (example: Algebra 1 as a Freshman, Geometry as a Sophomore, Algebra 2 during the fall of Junior year, Pre-Calc during the spring of Junior year, and Calculus Senior year). This can be a big advantage, but may result in more mixed classes. Be prepared for a discrete math class that has Sophomores, Juniors, and Seniors all together.

An Inquiry Approach

Block Advantage #1 - Ideal for Inquiry:
Try a discovery-based lesson with the following format. Your students will have plenty of time to explore, internalize the properties they learned, record notes, and then even do a practice activity or application.

This particular example focuses on a High School Geometry lesson for introducing Circle Theorems.

During the "Split End," students divide themselves into two groups based on their own needs. Read more about this at the end of the post.

What About Assessment?

Block Advantage #2 - Time Before & After a Test
I love being able to take those few extra minutes of review before a test. The kids like this too. You can either format it as a last minute Q&A or you can use a review game if there are no specific questions.

An even bigger advantage can sometimes be the time after the test. You can cut down on wasted time heading into the next unit. Try a "hook" activity or a quick lead-in to the upcoming content.

In this Algebra sample block, the ending "treasure hunt" partner activity seems like just a fun review of graphing lines, but it actually is leading the students smoothly into the next concept: systems of linear equations.

A Different Twist

Block Advantage #3: Formative Assessment
This particular sample packs in a ton of variety, which is so crucial in a block schedule. But what I love most about it is that the quiz is right in the middle of the lesson. This was contributed by Leah Cleary, who teaches history on a block.

Her lesson features the Age of Exploration. I love how she uses quiz responders to get immediate feedback. She also does a "split" for easy differentiation, but places this a little before the end of the block to allow for everyone to come back together for the video clip and culmination of the lesson.

I love how many different activities she is able to fit into this block plan!

The "Split End"

Ok, so let me tell you a little more about the split end. This is a strategy I discovered by accident, and am still trying to perfect in my mind. But it REALLY works!

It seems to always be the case that a few students need only 5 minutes to go over just the one tough question on last night's homework, and another group of kids needs an intensive review of all of it.

There were a few times where I would finally just say, "Ok, only those who need it, we will go over the rest of this homework at the end, while the others start tonight's work." I did not love this, because some kids would choose to start tonight's homework even if they were not ready. I really prefer to optimize class time for everyone.

So.... I tweaked this over time to become a great way to differentiate instead!

A group of kids who need MY help for the last few minutes of class would come up to the board and work together with me. Sometimes it might be last night's homework, sometimes it is a guided version of the same activity that people are doing at their seats.

The great thing about this is that the kids started learning to self-differentiate. I was pleasantly surprised to see that for the most part, they grouped themselves based on what they needed. It does not really bother them that some need extra time, and some are ready for a challenge.

The kids who need help consider it a privilege to get a little more guided instruction, while the ones who are ready to move on consider it a privilege to be allowed to move on independently. Everyone wins!

Check out the video I put together about this differentiation strategy.

If you want to try the "split end" approach at the end of your class period, here are a few options you can use (Pick TWO or THREE for each lesson). Mix & Match!

Spend more time (with the teacher-led group) on last night's homework

Work together (in a teacher-led group) on today's activity

Work alone (or quietly with a partner) on today's activity

Try the "basic" version of today's practice

Try the "challenge" version of today's practice

Work on an extension activity that goes beyond the scope of this class

Stick with the teacher-led group for an additional Q&A about today's lesson

Try practice problems at the board with the teacher-led group

Work silently in the back of the room on the practice problems

Also, be sure that your students do not get into set groups. These groups should be flexible and fluid (see video link above). A student should get to decide each day whether that particular topic is something that she still has questions about or if this is a day that she's ready to move on.

Remember:

No portion of any of the above sample lessons is longer that 20 minutes (aside from the Test). Be sure that you are spicing it up. Get the kids up and moving around. Try a different location or a different format for each transition. If notes are done with students in rows, facing the front of the room and sitting quietly, then the next activity should be done spread throughout the room with partners.

Variety is the key to making a block work well.

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1. First Semester Holidays: A Free eBook

This set of printable pages has been complied for you by the "Tools for Teaching Teens" group - It includes valuable resources for teaching content while celebrating the holidays in your classroom. Click the image to head to Tools4TeachingTeens.com and grab it now.

Resources for a variety of subjects / content areas are included:

A Pumpkin Puzzle for practicing unit conversions and scientific notation

A Winter Holidays "Footloose" game

A Christmas coloring page for Order of Operations

A Thanksgiving Bingo game for reviewing the History of Thanksgiving

A Fall themed Secret Picture challenge for working with Adjectives

2. A New Approach to Parent-Teacher Conferences

This structure for conferences comes from the most incredible middle school teaching team I've ever met. We loved this format because the entire teaching team prepares the teacher forms, the student does a self-evaluation, and then the student leads the conference. The homeroom teacher is a guide and support and represents the entire team of teachers. The "teacher" and "student" evaluations offer an easy way to compare perspectives and set goals for the next quarter. I've put together a little video showing how to use the forms.

Click the images to head over to watch the video and grab the downloads.

Do your students need a little extra practice with converting between fractions, decimals, and percents? This cut-and-paste puzzle is available on TeachersPayTeachers for the fall season. It's perfect for Halloween or for that last day before Thanksgiving break. Click the images to check it out.

Or, if your kids need a little review of absolute value and adding and subtracting integers, try this version. The pumpkins are made of equivalent expressions. This set even has handy "check words" that appear when each pumpkin is assembled correctly (ghost, skull, witch, etc.) for easy grading. Click the image to check it out.

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Ideas

1. Match-Up Puzzles: I've been enjoying matching activities lately. If you use a little strategy, you can make a great mix of cards that cover all the different types of questioning that would be on a quiz!

For example, this one on Slope-Intercept Form has a mix of graphs, equations, m & b values, and word phrases. Each card has only one match, so in order to find all the pairs, students have to understand all the vocabulary as well as how to go from equation to graph and vice versa.

A student who can complete it would also know all of this content on a formal assessment. Added bonus: It takes a little bit of strategy and is a little more fun.

2. Mastery Ladders: This set of printable ladders is a great way for students to track how they are progressing through a content standard. They work in any subject area. I love the way they can self-assess.

3. Sorting Activity: I just started teaching Sunday School, and it's helping me to re-think assessment. The kids don't need to be taking extra quizzes on the weekend, so I've adapted some of the quizzes into more of a hands-on sorting activity.

If the students can sort the pieces into the correct categories, plus identify which definitions and symbols go with each key term, then they've got all the main ideas of this lesson.

These images show the set I made for the Catholic Sacraments, but this could apply to any subject. The kids love that this goes beyond a basic match-up and is color coded.

4. Four Corners: This formative assessment strategy is a way to get kids up and moving and it's also a great way to quickly check what they know.

Click the image to watch a quick video about making the Four Corners part of your routine. It's another great way to get students self-assessing and thinking about what level they are on.

5. Repetitive Partnering Cards: I use this idea for the MOST important information in a particular course. Take the set of key vocabulary words, essential questions, and main ideas for your class.

Convert them into a set of partnering cards (words & definitions or questions & answers). Use the cards ALL THE TIME. Every day that you do a partner activity, hand out the cards and have students find the answer to their question or the question to their answer.

Students will have opportunities to see these main ideas or words over and over again. They will usually have a different card than last time, but will see and think about the full set over time as they look around for their match.

6. Writing Prompts / Exit Tickets: Before students walk out the door, have them write a couple sentences to demonstrate their understanding.

You can find templates for different ticket setups, but I like to just post a single question. Sometimes, I have students answer right in their math journals, but I will collect them on separate paper if I plan to review the answers and see who has the idea and who is still way off base.

7. Response Cards: Have your students hold up or display cards to show you whether they are with you.

You can print the cards on different colored paper and hole punch each set. Put a binder ring through each set. Have your students keep the set on their desks during lessons.

Include cards that they can hold up for basic responses like "true, false, yes, no, A, B, C, and 1, 2, 3." You can ask questions with options and see who is right. This can be quicker than individual whiteboards.

Also, include cards that allow the kids to show you when they need you to speed up or slow down. You can look around the room and spot the different colors to see if the majority of the students are with you.